大学英语听力教案模板全英文

作者：深南大道QQ | 发布时间：2020-08-22 07:03:00 收藏本文下载本文

第1篇：全英文英语教案

全英文英语教案模板

【篇1：大学英语教案经典模板】

教案

practical college english

新认知大学实用英语综合教程

教研室：公共课部教师姓名：freefishwang

【篇2：英语教案模板】

unit 5 text a

what are friends for? teaching objectives:

by the end of the unit, students will be better able to

1.understand the varied parts friendship plays in ones life and be better friends themselves;

2.use about 30 new words and 10 new phrases and expreions in brief conversations, translation and preliminary writing tasks;

3.use the subjunctive mood with implied condition in real life communication;

4.read material of a similar topic and degree of difficulty;5.know how to write concisely by avoiding overstated, pompous words and redundant phrases.teaching methods:

audio lingual method;presentation;discuion;question-answer.important/difficult points:

new words and expreions: chat, turtle, model

pick up, happen to, cd player, out of touch, put in perspective, betrayed confidence on the planet, get rid of, in good/bad shape

some sentences in the text are difficult to understand, such as i was thinking about how everybody can’t be every thing to each other, but some people can be something to each other, but some people can be something to each other;wherever, whenever, there’s that spark of recognition;they have beautiful homes filled with special handmade things presented to them by villagers in the remote areas they have visited in their extensive travels.teaching procedure:

step 1.warming up(30 mints)

1)work in pairs or groups, and discu the following questions.? 1.do you have different kinds of friends? how do you claify them?

? 2.what is so great about friends?

? 3.under what circumstances can one lose a friend?

? 4.is it poible to love and hate a friend at the same time? give examples.2)ask students to skim the text for the 8 kinds of friends mentioned in the text.buddies/ relative friends/ work friends/ former friends/ friends you love to hate/ hero friends/ new friends 3)introducing the main idea of the article

it is said that friends are the best gift god has given us.now that we have eight kinds of friends from the text, what kind of happine or benefit can each of them bring us? that’s exactly what the text is about.step 2.new words and the notes(20 mints)learn new words and expreions of text a

explain some important and difficult words and expreions.cement n.水泥，粘合剂 v 巩固，粘牢

nostalgic a.—nostalgia n.—nostalgically ad.subdivision n.—subdivide v.—divide v.inopportune a.—(opposite)opportune a.invisible a.—(opposite)visible a.look at the notes on page 116

1.marion wink: poet, eayist, and regular commentator on national public radio’s.the author made up the capitalized expreions in the text such as “faraway friend,” “relative friend,” which would make no sense at all out of context, with the latter in particular.2.you quit doing drugs, you’re not such good friends with your dealer anymore: this is not meant to be taken seriously.poeion or sale of illegal drugs can result in long prison terms.step 3.key points(60 minutes)

? 1.cry on sb.’ s shoulder: get sympathy from someone when you tell them your problems 向某人诉苦以寻求安慰（或同情）

e.g.at least she hadn’t cried on his shoulder again.if you ever need a shoulder to cry on, just call me.? 2.in return(for sth.): as payment or reward for something作为报答或回报

e.g.he is always helping people without expecting anything in return.we offer an excellent all-round（全面的，多方面的）education to our students.in return, we expect students to work hard.? 3.they hold out through innumerable crises before...: they are always

reliable（可靠的，可信信赖的）and nice when you are in difficult times even though they don’t like what you are doing...? 4.while so many family relationships are tinged with guilt and

obligation:

while so many people may feel something of a sense of guilt or

responsibility in dealing with family relationships...? 5.company goip, once an infallible（绝对可靠的）source of

entertainment, soon awkwardly accentuates the distance between you: office chat used to be an effective way of amusement for you;however, it makes you feel uneasy since you do not work together anymore and therefore increases the feeling of distance between you.? 6.work friends share certain memories which acquire a nostalgic glow

after about a decade:

memories of your work friends makes you happy after ten years, so you

somehow wish that you could return to those days.? 7.dead end: a street with no way out at one end or a situation from which no

more progre in poible

e.g.he realized that the job at which he had been aiming all these years

seemed to him to be a dead end.he thinks they have reached an evolutionary（逐渐发展的，演变的）dead end.? 8.when you feel you’ve hit a dead end, come to a confusing fork in the

road, or gotten lost in some cracker-box subdivision of your life:

whenever you feel helple, confused or at a lo（困惑的，不知所措的）in the complicated journey of your life...notice that “cracker-box division” is not a general expreion, but is rather made up by the author.cracker: 薄脆饼干；咸饼干 sth.: formal owning or having obtained something from somewhere 占有（或拥有）某物

e.g.she was found in poeion of stolen goods.how did the painting come into your poeion(=how did you get it)? ? 10.to death: informal used to emphasize that a feeling or emotion is very strong

? be bored / scared / frightened etc.to death

she was scared to death of what might happen next.i’ m absolutely sick to death of it(=very angry, bored, or unhappy about something).? bore / scare / love etc.somebody to death

he drove at a speed which frightened leonora to death.she used to worry me to death.? 11.make me/you sick: spoken a)make you feel very angry

e.g.people like you make me sick!

b)indicate a feeling of jealousy—used humorously

e.g.you make me sick with your “expenses paid” holidays!

? 12.wherever, whenever, there’s that spark of recognition（认识）:

when you meet a “new friend” for the first time you instantly feel a connection with each other.step 4.aignment(5 minutes)

1.read the article repeatedly and try to remember the new words and expreions in text a

2.finish the study and practice on page 118-130.the teaching plan of unit 5 what are friends for?(college english 2)english department sun xiaofang

【篇3：全英文英语阅读课教案模板】

阅读课教案

school__ number3 middle school____junior or senior section _junior__ cla ____3____ grade _1_______

size ______45__ time_40_______date __2009-12-28____ materials __go for it______type of leon _reading ____ contents: 1.vocabulary: some nouns about furniture and some daily use things: table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.some prepositions of place: on, in, under

2.structure: where is(where’s)…?

it is(it’s)in/on/under…

where are…?

they are(they’re)in/on/under… where’s/where’re…?

i don’t know.is it /are they on/in/under… ?

no, it isn’t./they aren’t./ yes, it is./they are.3.1)dialogue: where’s the bag?

i don’t know.is it on the dreer?

no, it isn’t.where are my books?

i don’t know.are they on the bed?

no, they’re not.2)writing: ask, gue and write objectives:

1.instructional objectives(language knowledge and language skills)

1)to promote students’ vocabulary development(table, bed, dreer，bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…)

2)to promote students’ reading skills a)prediction b)skimming

3)to promote students’ oral english

4)to develop students’ writing skill 2.educational objectives(affect, learning strategy and cultural awarene)

1)to develop students’ ability to communicate with others to get information

2)to build students’ confidence

3)to make students learn to cooperate with others 3.personal objectives:

1)to develop teacher’s ability of claroom management focal points: a: the nouns.b: prepositions of place c: where-question and

d: answers to “is the… in/on/under the …?”；

difficult points: a: use the prepositions to describe position of things

b: use the where-question and is it-/are they-question to ask things’ position

aids: ppt, blackboard, chalk … procedures and time allotment

1.getting students ready for learning(mins)1)greetings: good morning everyone!2)routine task: duty report

2.revision: use some pictures to review the vocabulary(table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under)and sentence structure:

where is(where’s)…?

it is(it’s)in/on/under

where are…?

they are(they’re)in/on/under… 3.pre-reading :

step1: vocabulary and some phrases learning

task: look at the conversation between them and gue the meaning of the sentences in red.(using the conversation between liu qian and a xin to show those phrases to the students in order to learn them by the context;because the sentence structure in the conversation is those they have learnt)

(… mins)

此步骤包括词汇、语法教学等 4.while-reading 5.post-reading

(… mins)

1)oral work 2)written work 6.aigning homework

1)conclusion: a: vocabulary

b: sentence patterns: where is(where’s)…?

it is(it’s)in/on/under…

where are…?

they are(they’re)in/on/under…

where’s/where’re…?

i don’t know.is it /are they on/in/under… ?

no, it isn’t./they aren’t./ yes, it is./they are.2)homework: ask, gue and write

let your partner to ask as well as gue where your things are in your room.write down your conversation by using the following sentence patterns:

a: where’s/where’re your…? b: you can gue.a: i don’t know.is it /are they on/in/under… ?

b: no, it isn’t./they aren’t.yes, it is./they are.…

self-evaluation

第2篇：大学英语听力课教案

大学英语听力课教案

【篇1：大学英语听力教学心得】

大学英语听力教学心得

庞静

相对于其他正规院校的本科生来说，高职生的英语基础较差，平均水平不高。从英语听力课的教学来看，其不足主要表现为词汇量少，语音语感较差，知识面窄，独立进行分析判断能力不足，从而反应较慢。除此之外，高职生在英语听力学习方面的不足还表现为缺乏良好的英语听力的自我控制能力和逻辑思维能力，缺乏良好的听力习惯，缺乏应有的自学能力，这一切都无形中构成了高职生英语听力学习的障碍。在我上的大学英语听力的部分系部表现的特别明显。教材是教学的依据，教材的选用和利用对于教学来讲意义重大。虽说我们学校的大学英语听力选用了不同的教材——外语系选用的大学英语听力；人文系选用的英语教程；音乐美术系选用的实用英语。但由于系部不同班级的学生水平也参差不齐，所以因材施教显得尤为重要。

外语系学生相对英语成绩相对较好，大部分学生的学习积极性都比较高。处在这个竞争愈来愈激烈的社会中，他们强烈地感受到自身的不足，从而有着很高的学习积极性。但同时也有相当一部分同学由于种种原因或自卑不前，或自满松懈，或心不在焉，学习态度和学习成绩均和前者有着很大差距，形成两极分化。外语系选用的教材中每个单元由三部分组成：第一部分通常是语音练习，它对于纠正学生的发音很有帮助。教师在完成这一部分的听力练习之后可以接着让学生跟读，模仿，从单词到长句，循序渐进。同时讲解相应的发音规则。第二部分通常是对话和短文。由于部分学生基础较差，如果按照机械的程序从讲解词汇，介绍背景，播放录音直至完成练习，他们会感到十分吃力。于是我一般在讲完词汇和介绍完背景之后，先把所要播放的录音内容概述一下，当然语速要慢。这样可以给学生留下一定的适应时间，帮助他们理解接下来的内容。第三部分是口头练习，这一部分往往会被忽略，我认为这是十分可惜的。不妨让学生根据所听的内容编排对话，复述大意或进行主题讨论，将听与说结合，把听到的内容用自己的语言表达出来。语言是交流的工具，而交流则包涵了由听到说的过程。听是说的基础，听最终要服务于说。人文系现在的英语教程听力没个单元有不同的话题，围绕这个话题从report来引出话题，这部分比较简单。然后10个段对话，1个长对话，1个短文听力。这部分听完，再简单讲解一下基本上要花一节课的时间。对于学生的认知，45分钟都在不停的听，做题目无疑会走神，事倍功半，往往是开始20分钟效率特别高，然后就思想松散了听的有一句没一句的。休息5分钟后按照课本内容是听电影片段做填词。这部分联系简单但由于是原声电影说话的语速很快而且连读，省略都很多，加之听力疲劳。所以效果也不佳。我觉得还是听与说要结合交替进

行。另外英语作为一门外来语，我们的学生不可能全面了解其语言的文化背景，这也有可能为学生的听力理解造成一定的障碍，因此在授课过程中必须适当地介绍文化背景知识。我认为在听力课的教学中，文化背景知识的传授对学生的听力理解有着不可忽视的作用。这既包括了由于文化背景不同所造成的语言上的歧义，又包括了地理、历史、政治社会生活、风俗习惯等一系列的差异。

音乐美术系的实用英语教程没有单独的听力课本。听力课是在课文中的一部分，非常简单。对于我们学校的高职生来说，相当一部分学生的基本功较差，以前的听说训练较少，进入大学后，听老师用英语讲课，他们会感到紧张，听不懂更说不出，缺乏积极性和自信心。一两句没听懂，就精神紧张，影响了下面句子的理解，本来能听懂的句子也茫然不知所措了。久而久之，对听力就产生了畏惧心理，影响了他们的信心和学习的积极性。因此除了合理地利用教材，还应当补充一些丰富多彩的课外资料以活跃课堂气氛，调动学生积极性。比如我有时会在上课前讲段时事新闻或幽默，课间休息时放几首动听的英文歌曲，每隔一段时间播放一部精彩的原版电影等等，这些均受到了学生的欢迎。这样一来，学习英语对于他们来讲，不再是一种枯燥乏味的任务，而成了了解社会，丰富生活的工具。

对于一门语言来讲，语音是其基础。英语也不例外。学生的英语语音，语调是否准确对他们的听力理解影响很大。我们学校的高职生语音基础较差，许多学生在进行听力理解的训练时颇感困难，主要是因为缺乏语音知识。所以，教师应当在课堂上有针对性地讲解语音知识，让学生模仿录音磁带的语音和语调，勤说多练，循序渐进。诸如弱读，连读，不完全爆破，口语缩略等等。鉴于学生语音上的弱点，我认为很有必要向学生强调这些语音的基本训练，同时应多下工夫指导学生通过反复实践来克服语音上的不足。听力课要使学生上课时积极投入，就要让他们愿意听喜欢听，也就要求教师创造一个轻松活跃的课堂气氛。在教学实践中我有如下体会：教师在课堂上多微笑，多幽默，可以使学生消除紧张，心情放松；多赞扬，多鼓励，可以增强学生的自信心，激发学生的上进心。

【篇2：大学英语听力教学方法】

大学英语教学法论文：基于交互式教学法的大学英语听

力教学

【摘要】如何在听力课堂上增强听力教学的交互性,从而改变教学的单一现状,激发学生学习兴趣,调动学生学习热情,使每一节听力课都能真正收到良好的教学效果。

【关键词】大学英语听力；交互式语言教学；交互式听力教学 0引言

长期以来，大学英语听力教学模式都是以教师为中心，教师的“一言课堂”的传统教学模式。在这样的教学模式中，教师成为教学的主体，学生基本处于被动状态,师生之间缺乏感情沟通和知识信息的交流,课堂气氛枯燥,学生的主动性没有得到应有发挥，致使教与学在很到程度上脱离。随着外语教学改革的日新月异，外语教育界都在探求日趋合理科学的教学模式，教学中日益注重以学生为主体和中心的教学模式，强调学生主动性发挥，和师生互动合作的交互性课堂。基于交互式教学法的大学英语教学模式被越来越多的教师所推行并革新，对于现代外语教学起着非常重要的影响。1交互式教学法概说

交互式教学法又称互动教学法,最早是由palinscar于1982年提出的,是一种适应时代的教学理论和策略。区别于传统教学法中以教师为中心，学生被动参与学习的模式，交

互式教学法则是以学生为中心,积极主动地参与组织教学的各个环节,让学生参与教学活动的全过程,真正成为教学活动的主体,与此同时还要注意发挥教师在教学中的主导作用,实现教师与学生、学生与学生的双向交流与互动。简言之,它是旨在建立以教师为主导,以学生为主体,在师生、生生,以及人与多媒体之间通过“互动”方式组织起来的一套英语教学法。“互动”是两个或更多的人相互交流思想感情,传递信息并产生相互影响的过程。目前流行的交际英语教学理论的核心就是交际能力培养必须具备“互动”这个性质。交际能力培养强调“互动”的重要性,是因为人类在各种背景下使用语言的目的就是“传递”信息,简单地说,是把自己头脑中的信息传递给另一人,反之亦然。2交互式大学英语听力教学模式实施的必要性 2.1大学英语听力教学的现状

在目前的听力教学中,课堂的教学模式依然没有摆脱传统教学法的影响,听力课堂始终是气氛沉闷,形式呆板。教师坐在语音室前面机械地播放录音，简单地提几个问题，或是根据教材按部就班地回答书本题目，是为上听力课而练习听力，课程的程式化冲淡了语言的实际交际功能；而有些教师也播放一些英文电影，只是让学生观看，没有做任何的听力理解的教学要求。所以学生们则在下面似懂非懂地听着有的甚至昏昏欲睡,或是完全沉浸在电影的故事情节和中文字幕中，也就是说，学生以第三方的身份去听对话和叙述。这种局外人的身份使得学习者在教学过程中过于被动，因此谈不上积极参与多边交际活动，更谈不上最终获得应有的交际能力。2.2交互式教学模式的必要性

交互式教学模式的中心是“交流”，课堂教学最要的形式也是交流，没有课堂交流，课堂教学就没有实施条件。有效的课堂交流是达到教学目的的前提。从信息交换的角度来说，教师和学生之间的信息交流是双向的，他们之间存在着大量的信息交流。针对现在大学英语听力中然是传统的以教师为中心的课堂的现状，所以实施基于交互式教学法的大学英语听力教学模式是非常有必要的。交互式教学模式将传统的“以教师为中心”的教学模式转变为教师引导、学生积极参与、师生之间良性互动“以学生为中心”的教学模式,即教师在教学过程中是作为参与者而非整体的控制者，它注重了师生的协作互动，提高了学生的教学参与性，从而挺高了大学英语听力课的教学效果。

3通过交互式教学促进学生听力技能的措施

基于交互式大学英语听力教学的课堂模式，笔者认为可以从以下几个方面入手：

3.1听前准备。“如果听者事先知道他将做出某种反应,他会立刻带着目的去听,并且他知道会听到什么样的信息以

及如何去反应”。在听每段材料听前，教师应该和学生充分交互，了解学生感兴趣的话题，从而让学生寻找和准备相关的材料，储备一些与该话题相关的词汇。在课堂上，教师可根据学生准备情况提问，针对这些问题让学生进行自由讨论。这些，可以看成是听力训练前的热身。通过“热身”,一方面,学生对将要听到的内容已有了大致的了解,引起学生的兴趣,通过相互交流,提高学生的积极性,使学生更好的融入课堂;另一方面,展开了师生、生生之间的互动,活跃了课堂气氛，促进教学效果以及培养学生语言交际能力。

3.2课堂训练。交互式教学模式强调教学的互动，以及以传统的以教师为主的教学模式转变为以学生为中心的教学模式。在课堂训练前，进过热身阶段的师生交互活动，可以正式的开始听力技能训练上来。首先，为了不破坏语篇的完整性，可以整体先听一遍材料，让学生对材料进行大概的掌握；其次,第一遍听完之后，可以叫学生结合热身阶段的讨论对所听材料进行一下评价，评价是引导学生深入理解材料的好方法，然后要回答其他学生就材料理解进行的提问;最后,由教师进行正确与否的评判。这样既锻炼了学生的逻辑归纳能力,又实现了生生、生师之间的互动,在互动中，学生还可以总结出一些适合自己的听力技巧或策略。在该过程中，学生充分参与教学活动，成为教学的主体，而教师在此过程中除了充当指导者外,还可以是学习的共同参与者和合作者。

3.3听后总结。pennyur认为,在听力活动结束之后,教师应对学生的任务完成情况给予及时反馈。在反馈过程中,教师可以先让学生们评估自己的任务完成情况。反馈完后，教师要对所听内容进行巩固，首先对所听材料中的词汇、基本句型和习惯表达进行总结；然后可根据实际情况，对所听材料进行角色表演和分组讨论，通过语言的再次学习，更好理解和掌握所学知识，从而促进学生语言的实际运用能力。

4对存在问题的反思和建议

目前，基于交互式教学法的大学英语课堂的实践过程中存在很多问题值得反思，本文中主要从以下几个从主观和客观方面来讨论，并提出一些建议。

4.1教师在交互式大学英语听力课堂上的地位。长期以来，英语教学中存在着这样一种现状：教师和学生都习惯于灌注式的教学模式。“一言堂”“、教师为主体”的传统教学模式已经成为一种固有思维定式存在于大学英语一线教学中。学生在经历了多年的中小学英语教学模式后，也习惯了被动的接受英语语言输入的学习方式。在基于交互式教学法的大学英语听力教学中，教师应从主体地位变为交互活动的设计者、组织者、参与者和激励者。在教学过程中，教师要结合教学的内容,了解不同学生不同时期的需要,选择具有挑战性的材料,设置有针对性的任务,激发学生兴趣,以满足他们不同的需求；在交互式语言教学过程中,教师不但是活动的参【篇3：大学英语听力教学与训练策略】

大学英语听力教学与训练策略

培训科陈帆

teaching and training strategies of college english listening comprehension

keywords: college listening teaching;factors affect listening comprehension;listening training strategies

摘要：听力教学在大学英语教学中占有重要地位，但由于在听力教学的过程中没有采用行之有效的训练策略，听力一直是大学生英语学习的弱项。大学英语听力教学必须通过分析影响听力理解的各种因索，找到针对性的方法和途径，建立视听说教学模式，才能使学生英语综合能力特别是听说能力得到全面提高。作为教师，可在听力教学中对学生进行一定的策略训练，即指导学生掌握一定的自我管理和自我调节方法，并授之以适当的听力技巧，从而增强学生学习的目的性、自主性和有效性，最终促使其听力的提高。本文试从分析影响听力理解的因素着手，从听力教学与训练策略两个方面讨论如何提高大学英语听力能力。关键词：大学英语听力；影响听力理解的因素；听力教学；听力训练策略

一.引言

听是言语话动的主要形式，也是人们获得信息、进行交流和实现语言交际功能的重要手段之一。有资料显示，在人们的日常交流中阅读约占16%，写作约占9%，说约占30%，而听则大约占到45%。由此可见听在交流沟通中的重要性。对于每一个学习英语的人来说，听力的重要性不言而喻。在听，说，读，写四项技能中，听不仅是获取语言信息的主要途径，还是提高其他技能的基础。近年来全国大学英语四、六级考试进行了一系列的改革,改革后的四、六级考试中听力部分所占的比例由原来的20%提高到了35%。听力的重要性得到了广大师生的普遍认同，但是对于大学非英语专业的学生来说,英语听力却又往往是学习过程中的瓶颈。学生在听力课上常常只是被动的听，能听懂多少算多少，不知道如何去学,如何去练。要帮助学生锻炼、提高自己的听力，除了让学生多

读、多听、多看之外，教师的帮助、指点、教学方法和训练策略等方面也起着不可忽视的作用。

二．听力教学方法讲单词、放录音、对答案一直是听力教学的主要教学模式，其结果学生花费了大量的时间和精力，记了很多单词和语法规则，但就是听不懂、说不出、不会用，没有真正掌握运用语言的技能与技巧，致使我们的英语教学事倍功半。要想找到更加实用、有效的教学方法，首先要了解影响听力理解的因素都有哪些，然后才能“对症下药”。1．影响听力理解的因素

听力是一个接受、理解声音信息的过程，是听者对说者所传来的音码信息进行解码的过程。听力理解水平的高低完全取决于这一过程。在这个过程中，构成基本意义的话语先在短期记忆中得到鉴别，然后储存于长期记忆之中。听力理解过程可划分为感

知、分析和应用三个相互关联、循环出现、不断选择和修正的阶段。在这一过程中任何(1).语音因索。在听力中常出现连读、弱读、同化、省音等音变现象，有些学生常把发生音变的某个热悉的词语误认为生词。同样，不同的语调表达不同的含义，如果学生对此不了解的话就会形成听力障碍。(2).听力材料的因索。听力材料本身会影响学生的听力理解，所听的材料生词量太一点因索都有可能影响听力的理解，这些因索构成一个多层次的，相互影响复杂系统。意逐步渗透英语的背景知识和讲授英语国家的社会风情、人文情况。这样，一定会在学生听力训练的过程中产生潜移默化的影响，对学生正确理解听力内容大有帮助。(5).情感因索。学习语言最终要由学习者本身的情况决定。再好的教学方法，没有学习者自身的参与，就不可能达到目的。情感大，句子结构过于复杂，句子又很长，语速又快，口音重，吞音、连读和弱读现象又十分明显，这些都会影响听力学习的效果。因此，教师在选择听力材料时，应根据学生的外语水平和认知能力，选择语速和难度适中的材料，以便使学生更容易地理解材料的内容。在进行英语听力理解学习时，应注意选用难度较小的语言材料作为起始训练材料，然后循序渐进，慢慢加大难度，这样可以培养学生的听力兴趣，增强学生的成就感和自信心，减少畏难情绪，更为重要的是有利于扩大学生的背景知识，培养学生在听力理解心理活动中的方式和习惯，积累一定的听力理解的方法。(3).词汇量因索。听力理解中的每一个对话、语段、语篇都由句子组成，而句子的基本单位正是词或词组。在听的过程中，我们能模仿出听到的发音，但如不掌握一定的词汇量，便无法把与其所代表的符号----词联系起来，也就无法得知符号所代表的意义。如果听者的词汇量与听力文章中所要求的词汇量有较大差距时，就无法理解所传达的信息，这势必增加听力理解的难度，因此生词、难词常常是构成学生听力困难的主要障碍。语法知识也是如此，语法使词汇有序成句，它可以帮助我们正确判断动作发生的时间、执行者、承受者及虚拟事实情况。对语法和句法生疏的人，要想提高听力是困难的。如果对词意、句子成分、时态、语态概念不清，想看懂都困难，那就更谈不上听懂了。

(4).英语文化背景知识。由于我们学习的是英语，语言材料不可避免地要涉及到讲英语国家的政治、经济、文化、历史、地理、人文、等诸多方面。教师应在平时讲课中注

因索是指伴随听力学习过程而存在的各种情绪、情感状态。在听的过程中，各种情感因索交织在一起，共同影响英语学习的效果。情感状态作为一种心理话动，自始至终地存在于教学过程中。对听力学习产生影响的情感因索主要有学习动机、学习自信心和学习焦虑[1]。

2.改善听力教学的有效途径

听力理解的目标就是能够理解自然环境下以正常速度所讲的目标语。在教学过程中教师可以通过以下途径改善学生听力理解技能。

(1).开展视、听、说相结合的新模式教学。听、说、读、写向来是密不可分的。同样的学习资料,如单用听觉,3小时后能保持所获知识的60%,3天后降至15%;单用视觉,3小时后能保持70%,3天后降为40%;视觉和听觉并用,3小时后能保持90%,3天后可保持75%。[2]这些数据说明了视、听并用对增加信息摄入和加强记忆的作用十分明显。因此,听力教学中应选用一些合适的可视的音像资料,充分调动学生的视觉和听觉,达到教学的最佳效果。在听力教学过程中,我们可以开展听听说说、听写结合、边看边听、边听边唱的视、听、说相结合的新教学模式。通过教师----学生和学生----学生之间的交互活动提高英语听力的教学效果。在视听教学中,教师可以选择一些原汁原味的有时代感的鲜活材料,如《走遍美国》、欧美流行歌曲、经典电影等。在视听过程中,学生无需100%理解,其主要目的是使学生能够接触熟悉地道的语音语调,增强语感,获得文化背景知识,逐渐形成外语思维,为听力理解能力的进一步提高打下坚实基础。(2).有效提高听力课堂教学效果

听前。在听材料之前,教师必须给学生提供一些背景知识,如文化差异、新单词、有关的知识。这个过程教师可以通过提问或讨论等方式来完成。听中。这个过程就是学生对听力材料的预测、记忆、输出, 教师一定要引导鼓励学生完成如下几方面的练习。第一,对听力材料的预测。例如让学生先看选项,预测情节发展,预选答案,然后再来听材料检测他们词组等或给予学生某些图片信息来激发学生对听力材料的兴趣,或适当地复习与材料语境中经常会出现词的连读等情况,由于这种连贯语流中的语音变化,会使本来熟悉的词汇立刻变得陌生起来,例如:do you get up late?学生就会可能理解成do you get a plate?因此必须加强模仿,即加强朗读跟读的训练,这样可以缩小自己的语音和正确的语音之间的差距,听力的障碍自然就相对减的预测。另外,必须让学生熟悉情景对话中的信息词语,这样才能对材料进行更有效的预测。第二,对听力材料的记忆。在听材料过程中教师必须训练学生采用缩略语、代号、首字母、数字代号或画简略图来帮助大脑记忆。第三,对听力资料的输出。在这个过程中,教师根据材料进行提问,让学生做出回答,确保他们能完全正确地理解资料,也就是听说不分家,听说相互促进,相辅相成。

听后。这个过程也是非常重要的,但是往往被忽视。在这个过程中,首先,教师可以要求学生对材料进行大声、快速阅读和跟读，读得快了,说话也就快了,这样就能听懂语音较快的材料;提高听力理解的效果;在对听力材料的阅读过程中,学生进行语音、语调上的基础训练,这样就会慢慢练成失去爆破、重读、弱读、连读、同化、消音等的发音技巧,提高学生自身的辨音能力。其次,教师对听力材料进行分析,让学生不断了解和掌握英语国家的文化背景知识、西方的思维方式、风土人情、风俗习惯以及英式英语、美式英语、澳大利亚英语的语言差异来提高听力水平。再次,教师要适当地进行听写训练,听写是培养学生听力水平的一个重要手段。其方式有:记录问句、听写全文、写关键词句、填空听写、复合听写及自由听写等。听与写相结合,不仅提高了听力水平,还能帮助学生识记单词,培养写作能力。(3).进行课外练习,补充知识

课后加强对语音的练习。语音是语言的基本要素,提高听力首先要过语音关,发音不准就有可能影响正确理解所听到的内容。大部分学生习惯于强调读每一个音,甚至连词尾的辅音也要清晰地读出来,而在真实的小。

大量做听力练习。课堂听力练习时间有限, 那么课后就要鼓励学生利用课余时间进行英语的泛听活动,泛听的目的是为了获取信息。补充社会文化背景知识和语言知识。了解英语国家的社会文化知识、科技知识、风土人情、思维方式等是提高听力理解不可缺少的一个方面。因此,应当使学生通过各种渠道接触文化、积累背景知识,这样学生在听的过程中才能根据上下文推断内容,从而提高听力理解的准确性。

三．听力训练策略

西方学者对听力策略的研究重点围绕不同水平的学生所使用的听力理解策略。(defillips 1980;murphy 1985;0malley et al 1989;laviosa 1991;rost ro 1991;van-dergrift 1992;bacon 1992;vogely 1995)研究发现，不同水平的学生采取的策略有所不同，学生对策略的运用情况随听力任务的变化而变化。文秋芳(1995)对中国大学生的英语学习策略进行过问卷调查，并对其中部分学生做个案研究，结果表明:学习策略对成绩有明显的影响;有意识地调整学习策略是取得成功的关键;学习有法，却无定法，策略因人而异，因时而变(1995: 3)。

对听力策略训练的研究结果显示:策略训练有助于激发学生的语言学习兴趣，受过策略训练的学生其成绩比没有受训练的好。因此，要提高学生的听力理解水平，教师除了指导学生课外多听、泛听之外，可允分利用有限的课堂时间，加强听力策略训练。开展听力策略训练可从以下三个方面着手: 1.加强学生自我管理能力的训练

帮助学生设定目标、计划，找出症结所在，并实行自我监察和自我评估。具体的说，能力差?是语法知识薄弱，还是短时记忆能力差?设定明确的阶段性学习目标。经过一段时间的努力，是要听懂老师授课，还是要应对听力考试?或者是要听懂广播节目中的英语新闻? 制订详细的课外听力训练计划，包括材料选择和时间安排。计划可分长期和短期两种，以长期计划为例，为听懂英美人士关于日常生活的交谈和各类媒体报道的国际新闻主要内容，如 cnn、bbc，因而计划多听多看英语新闻，多听真实情景下的语言材料等；培养自己听的兴趣。听力训练需要思想高度集中,因此时间安排上宜选择精神比较集中的时候,而且时间不宜过长,连续听一小时就够了。每天安排一段时间。不能听一天,停一停,或者是听一段时间后,就一扔半年或者是一年。由于不是自己的母语，听的时候往往出现不易理解的部分，那么为了避免丧失听的兴趣，也可以选择一些喜欢的音乐或电影来进行练习。选择适合自己水平的听力材料，针对不同的听力任务，选择不同的听力方法。选好了材料才能提高自己的综合听与写的能力。材料要适应现阶段的英语学习。如可以选择一些有针对性的材料,对应大学英语四级考试题形的短对话,长对话,篇章等。还可以选择学校的教育网络资源平台,根据其中的听力强化训练,四级听力训练,单项听力训练,单词、句子听写等进行网络自主学习。还可以根据自己的薄弱环节选择对应的听力材料,如专门听训练数字,年月,人物关系等,各种对话情景以及篇章听力理解的单项练习。听力材料的难易程度和听力任务的类型将影响听力的方法，材料过易，往往不需要什么技巧;而过难，学生则往往疲于应付，易丧失信心和兴趣。经常检查自己计划的完成情况和方法的运用情况。通过检查，一方面可以自我促进，同时又可以不断调整计划和方法。通过自我评价，以更好地发现自己的薄弱环节，找到改进的措施。2.进行具体的听力方法的训练

针对大学英语四级听力考试模式,训练的方法可以采取精听和泛听相结合。在听力

就是指导学生: 进行自我反思，找出听力中的薄弱环节。到底是词汇量不够，还是辨音训练中,既要能准确无误地听出某些重要的数据,年代,人名,地名及事实,又要兼顾把握大意的训练,这就必须精听与泛听结合起来,交替练习。短对话,长对话这些需要记录较精确数据,信息,资料等的练习就需要精听。四级考试题形中篇章听力理解部分可用泛听的方法去训练。精听、泛听相互交错练习,英语的听力才会大幅度的提高。要提醒学生避免使用会妨碍听力理解的策略(如把注意力集中在听懂每个单词上，或逐词逐句翻译成中文)，并有选择地讲授一些成功者采用的听力技巧，如: 记笔记。边听边记下关键词和重要信息，或在听懂一段话以后概括其主要意思并记录下来。预测。借助图例、标题、或考试时借助选择项，对文章谈论的主要话题、下文有可能出现的内容等做出预测。联想发挥。联系已有的知识(包括文化背景、生活常识等)、亲身体验，或从文中得到的相关信息来加强对文章的理解。语法知识。通过运用语法知识，辨别语篇标记词，或分析长句的结构来帮助理解。推理。借助背景声音、说话者的语气语调、说话者的态度等非语言信息来判断谈话发生的地点和说话者之间的关系等，说话者语言之外想要传达出的情绪等，还可运用从材料中获得的已知信息来对结果做出推论;在做听写练习或听写填空题时，借助听懂的或题目中给出的部分进行推断。3.合作与自我调节方法的训练帮助学生认识同学间的相互合作也有助于听力任务的完成。如遇到问题请教同学，同学间彼此背单词或做听写练习，和同学探讨改进听的方法等。此外，指导学生进行自我调节，帮助学生克服对听力的畏惧心理。在听的过程中遇到困难不放弃，也不急躁，保持平和的心态。告诫学生在考试成绩不理想时自我鼓励，不气馁。提醒学生取得进步后自我激励，增强信心。

四.结语

总之,英语听力能力提高的过程是一个渐进而复杂的过程,智力因素和非智力因素、主观

因素和客观因素都影响着这个过程。要想提高英语听力教学水平和听力技能,教师和学生必须共同克服这些制约听力的因素。希望教师不仅能帮助学生提高理解能力，而且能让学生在以后的学习中，学会独立地剖析和解决问题，学会客观地评估自己的表现和进步，合理安排听力训练，自觉充实和扩大语言文化知识，养成良好的听力学习习惯。

参考文献

[1].ellis, r.the study of second language acquisition[m].oxford: oxford university pre, 1994.[2].jane, arnold.affect in language learning [m].北京：外语教学与研究出版社,人民教育出版社,伦敦：剑桥大学出版社，2000.[3].o’malley, m a.chamot.learning

strategies in second language acquisition [m].cambridge: cambridge university pre, 1990.[4].rubin, j.a.review of second language listening comprehension research [j].the modern language journal, 1994, 78:199-221.[5].黄子东,西方二语/外语听力理解策略研究述评[j].外语界，1998, 2:42-46.[6].刘润清,戴曼纯.中国高校外语教学改革现状与发展策略研究[m].北京:外语教学与研究出版社,2003.[7].刘绍龙,背景知识与听力策略：图式理论案例报告[j].现代外语，1996，2.[8].文秋芳, 英语学习策略论[m].上海；上海外语教育出版社，1995.

第3篇：大学英语四级听力教案

第四节听力课教案

一、教学目标

1.巩固四级听力的技巧

2.通过听力笔记，完成相关的听力理解题目

3.通过对题目的分析，能够预测听力内容，通过第一遍听，验证自己猜测的内容。

4.通过对听力中的技巧再次综合讲解，帮助学生增强速记能力，结束听力的全部内容

二、教学重点难点

在听力的过程中将重点信息记录下来，利用笔记答题

三、教学方法

PWP教学模式，纸质试卷

四、教学过程

第一步：Pre-listening(5mins)

下发综合了前几部分所讲的板块的试卷，让同学们先根据题目来猜测对话的想要讲些什么。（设计说明：培养学生的预测能力，加速对文章大意的理解）

第二步：While-listening(30mins)

1.进行第一遍听力，让同学们先听懂文章的大意，同时验证自己刚才的猜测。

（设计说明：检验自己的猜测，获得听力的喜悦，同时对听力内容有了大致的了解，为具体的细节和听力理解做好准备）

2.听第二遍，同时记录下听力中与题目相关的重要信息点。

（设计说明：听第二遍，学会在听力中抓住重点听，学会重点记录，为下面做听力题做好准备）

3.听第三遍磁带，完善笔记，并且根据笔记回答问题。

（设计说明：听第三遍，将前一次没有听清楚的内容听清，补充完善听力笔记，根据听力笔记完成听力理解题目。通过这一活动，学生不仅要能够利用听力笔记完成学习任务，更要形成听大意获取信息的听力策略。）

4.点出听力中涉及到的一些新词汇，常用词组，语法点，选取几题难度较大的听力题进行详解，一句一句断开来重新听听力，找到自己错误的信息。（扩大学生的词汇量，增强同学们听音辨音的能力）

第三步：Post-listening

总结听力中主要碰到的一些问题，以及需要掌握的一些听力技巧，结束阶段课程。

附：听力材料：

Part III Listening Comprehension

Section A

Directions: In this section, you will hear 8 short conversations and 2 long conversations.At the end of each conversation, one or more questions will be asked about what was said.Both the conversation and the questions will be spoken only once.After each question there will be a pause.During the pause, you must read the four choices marked A), B), C)and D), and decide which is the best answer.Then mark the corresponding letter on Answer Sheet 2 with a single line through the center.11.

W: What are you doing in here, Sir? Didn't you see the private sign over there?

M: I'm sorry.I didn't notice it when I came in.I'm looking for the manager's office.Q: What do we learn from the conversation?

12.

W: Mike, what's the problem? You've known from month the report is due today.M: I know, but I'm afraid I need another few days.The data is hard to interpret than I expected.Q: What does the man mean?

13.

W: Excuse me, Tony.Has my parcel from New York arrived?

M: Unfortunately, it's been delayed due to the bad weather.Q: What is the woman waiting for?

14.

W: Pam said we won't have the psychology test until the end of next week.M: Ellen, you should know better than to take Pam's words for anything.Q: What doesthe man imply about Pam?

W: Tom, would you please watch my suitcase for a minute? I need to go make a quick phone call.M: Yeah, sure.Take your time.Our train doesn’t leave for another twenty minutes.Q: What does the man mean?

M: Frankly, Mary is not what I'd called easy-going.W: I see.People in our neighborhood find it hard to believe she's my twin sister.Q: What does the woman imply?

M: How soon do you think this can be cleaned?

W: We have same day service, sir.You can pick up your suit after five o'clock.Q: Where does the conversation most probably take place?

W: I really enjoy that piece you just play on the piano.I bet you get a lot of requests for it.M: You said it.People just can't get enough of it.Q: What do we learn from the conversation?

长对话1

Questions 19-22 are based on the conversation you have just heard.W: Good afternoon, Mr.Jones.I am Teresa Chen, and I’ll be interviewing you.How are you today?

M: I am fine, thank you.And you, Mi Chen?

W: Good, Thanks.Can you tell me something about your experience in this kind of work?

M: Well, for several years, I managed a department for the Brownstone Company in Detroit, Michigan.Now I work part time because I also go to school at night.I’m getting a busine degree.W: Oh, how interesting.Tell me, why do you want to leave your present job?

M: I’ll finish school in a few months, and I’d like a full-time position with more responsibility.W: And why would you like to work for our company?

M: Because I know your company’s work and I like it.W: Could you please tell me about your special skills and interests?

M: Of course, I’m good at computers and I can speak Spanish.I used to take claes in Spanish at the local college.And I like travelling a lot.W: Can you give me any references?

M: Yes, certainly.You can talk to Mr.McCaw, my bo, at the Brownstone Company.I could also give you the names and numbers of several of my teachers.W: All right, Mr.Jones, and would you like to ask me any questions?

M: Yes, I wonder when I’ll be informed about my application for the job.W: Well, we’ll let you know as soon as poible.Let’s stay in touch.Thank you very much for coming this afternoon.M: Thank you.Questions 19-22 are based on the conversation you have just heard.19.What does the man say about his working experience?

20.Why does the man want to leave his present job? 21.What is the man interested in? 22.What question did the man ask the woman? 【总评】

这是一篇以面试为场景的听力对话。与采访类对话相似的是，发问者的问题往往是题目定位的关键点，而被采访者的回答往往是题目的答案。所以，对于考生来说，根据题干信息，准确定位是解题的关键。

19.B.He worked at the Brownstone Company for several years.【解析】细节题。根据题干关键词working experience可定位至Can you tell me something about your experience in this kind of work? 根据男士的回答可知，他曾在Brownstone Company工作了很多年。因此，正确答案为B。

20.D.He prefers a full-time job with more responsibility.【解析】细节题。根据题干关键词leave his present job可定位至Tell me, why do you want to leave your present job? 根据男士的回答可知，他想要一份全职的工作。因此，正确答案为D。

21.A.Travel.

【解析】细节题。根据题干关键词interested in可定位至Could you please tell me about your special skills and interests? 根据男士的回答可知，他喜欢旅游。因此，正确答案为A。

22.C.When he will be informed about his application.【解析】细节题。根据题干可定位至would you like to ask me any questions? 根据男士的回答可知，男士想知道的是何时通知面试结果。因此，正确答案为C。

长对话2

Questions 23-25 are based on the conversation you have just heard.M: Lisa, Lisa!Over here, darling!It's wonderful to see you.Oh, Lisa, you look marvelous.W: Oh, Paul, you look tired.Two months away in the capital? Paul, I think you've been working too hard.M: I'm fine.The city is very hot this time of the year.It's good to get back to some fresh air.You know, Lisa, what they say about pregnant women really is true.W: What's that Paul?

M: They say they look beautiful.W: Well, I had a lot of tension while you've been studying hard on your course in D.C.M: Oh?

W: Oh, don't worry, all from a man over 50.Father has told all his busine friends the good news about the baby.And the phone hasn't stopped ringing.M: Oh, look, darling.There's a taxi.W: Paul, tell me about the special project you mentioned on the phone.You sounded very excited about it!

M: You know, I've learned a lot from the project.I'm surprised that was still in busine.W: That's because we have a wonderful sales manager——you!

M: Thanks.But that's not the problem at all.Lisa, our little company, and it is little compared to the giants in the city.Our little company's in danger.We are out of date.We need to expand.If we don't, we will be swallowed up by one of the giants.Questions 23-25 are based on the conversation you have just heard.23.What do we learn about Lisa?

24.What do we learn about the man from the conversation?

25.What does the man say about his company?

【总评】这是一段夫妇间的日常对话。丈夫出差归来，对话前半部分谈论双方的近况，后半部分则将话题转移到公司的商业项目上。考生解题的关键在于，抓住对话中的提示词，定位或推测答案。

23.B.She is pregnant.【解析】推测题。根据对话前半段的提示信息，如what they say about pregnant women really is true.及Father has told all his busine friends the good news about the baby.可推测出，Lisa怀孕了。因此，正确答案为B。

24.A.He works as a sales manager.【解析】细节题。根据女士说的That's because we have a wonderful sales manager——you.可知，男士是一个sales manager。因此，正确答案是A。

25.D.It is in urgent need of further development.【解析】细节题。根据题干关键词his company可定位至最后一轮对话。根据男士所说的Our little company's in danger.We are out of date.We need to expand.可知，公司需要扩张，further development是对expand的同义置换。因此，正确答案是D。

Section B

Paage 1

Questions 26 to 29 are based on the paage you have just heard.Farmington, Utah, is a more pleasant community since a local girls' 4-H club improved Main Street.Six 4-H girls worked to clean the 72 foot curbside that was covered with weeds, rocks and trash.Each member volunteered to clean up and to dig in plot, five flats of flowers.They also took terms in watering, weeding and maintaining the plot.Participation in this project helped the girls developed a new attitude towards their parents of their own homes;they've learned how to work with tools, and improve their work habits.One mother said that before her daughter was involved in this project, she would not even pour a weed.The experience on Main Street stimulated self-improvement, and encouraged members to take pride in their home grounds and the total community.City officials cooperated with the 4-H members in planting trees, building cooking facilities, pick-me tables, swings and public rest rooms.The 4-H girls planted trees and took care of them during the early stages of growth.The total park project needed more plantings in the following years.Members of the 4-H club agreed to follow the project through to completion, because they receive satisfaction from the results of constructive work.The project is a growing one and is spread from the park to the school and the shopping center.Trees and flowers have all been planted in the shopping center, making the atmosphere pleasant.Questions 26 to 29 are based on the paage you have just heard.26.What do we learn about Main Street in Farmington?

27.What do the 4-H club members do about the curbside?

28.What have the 4-H girls learned from the project?

29.Why do the 4-H girls agree to follow the park project through to complete.Question 30 to 32 are based on the paage you have just heard.Paage 2

According to a survey on reading conducted in 2001 by the U.S.National Education Aociation(NEA), young Americans say reading is important, more important than computers and science.Over 50% of the 12 to 18 years old interviewed say they enjoy reading a lot.79% find it stimulating and interesting.And 87% think it is relaxing.About 68% of those surveyed disagreed with the opinion that reading is boring or old-fashioned.Over half teenagers interviewed said they read more than ten books a year.The results also show that middle school students read more books than high schoolers.Over 66% of teens like to read fiction, such as novels and stories.Over 26% are interested in non-fiction, such history books.64% of students listed reading stories about people my own age.That's a favorite topic.Mysteries and detective stories came second on the list at 53%.Just under 50% said they were interested in reading about their own culture in tradition.Of the teenagers who participated in the survey, 49% said that libraries are where they get most of their books.However, many complain that their school libraries do not have enough up-to-date interesting books and magazines.Even though many teenagers in the US enjoy reading, they still have other interests.When asked which activity would be the most difficult to give up for a week, 48% said listening to music.TV would be difficult to give up for 25% of those surveyed.Question 30 to 32 are based on the paage you have just heard.30.What does the survey on teenager reading show?

31.What books are most popular among teenagers according to the survey?

32.What activity do teenagers find the most difficult to give up for a week?

Paage 2

【总评】本篇文章以阅读调查报告为话题，贴近生活，容易理解。但文章中数据很多，所以边听边适当记录一下数字，便于做题分析。

30.答案：A.The majority of them find it interesting.【解析】细节题。文章开篇谈到根据调查，美国年轻人认为阅读很重要，并进一步强调比电脑和科学更重要。紧接着又摆出数据：Over 50% of the 12 to 18 years old interviewed say they enjoy reading a lot.79% find it stimulating and interesting.超过50%的青少年很喜欢阅读。79%认为阅读很有促进作用、很有趣。因此，正确答案为A。

31.答案：B.Novels and stories.【解析】细节题。文章中间部分谈到读各类书籍的人数比例时，提到Over 66% of teens like to read fiction, such as novels and stories.64% of students listed reading stories about people my own age.That's a favorite topic.超过66%的青少年喜欢读小说和故事。因此，正确答案为B。

32.答案：A.Listening to music.【解析】细节题。文章最后部分谈到最难放弃的活动时，提到一句话―When asked which activity would be the most difficult to give up for a week, 48% said listening to music.TV would be difficult to give up for 25% of those surveyed.‖ 48%认为一周不碰的活动最难舍弃的就是听音乐，25%认为是看电视。因此正确答案为A。

Questions 33-35 are based on the paage you have just heard.Paage 3

Thank you for coming, everyone.Today’s presentation will show how we see the development of the motor car in the short to medium term, and that is why we have invited all of you here today.Let’s start with power.It’s clear that petrol-driven engines have no future.Already there are many alternative fuel vehicles on the market, powered by anything from solar power to natural gas.Some independent thinkers have even produced cars that run on vegetable oil.But as we all know, of all these alternative fuel vehicles, the most practical are electric vehicles.Sure, in the past electric vehicles have their problems, namely, a limited driving range, and very few recharging points, which limited their use.Now, however, recent developments in electric vehicle technology mean they can match conventional petrol engines in terms of performance and safety.Let’s not forget that electric vehicles are cleaner.Plus, importantly, the power source is rechargeable, so this does not involve using any valuable resources.Moving on to communications, very soon, cars will be linked to GPS satellites, so they’ll do all the driving for you.What controls remain for the users will be audio-based, so, for example, you’ll just have to say ―a bit warmer‖, and the air conditioning will adjust automatically.You’ll also be able to receive email, music and movies, all via an internet link.So just type in the destination you want, sit back, sleep, watch your movie, whatever.Questions 33-35 are based on the paage you have just heard.33.What is the presentation mainly about?

34.What used to restrict the use of electric vehicles?

35.What does the speaker say about electric vehicles of today?

Section C

My favorite TV show? ―The Twilight Zone.‖ I especially like the episode called ―The Printer’s Devil.‖ It’s about a newspaper editor who’s being driven out of busine by a big newspaper syndicate – you know, a group of papers owned by the same people.He is about to commit suicide when he is interrupted by an old man who says his name is Smith.The editor is not only offered 5,000 dollars to pay off his newspaper’s debts, but this Smith character also offers his services for free.It turns out that the guy operates the printing machine with amazing speed, and soon he is turning out newspapers with shocking headlines.The small paper is succeful again.The editor is amazed at how quickly Smith gets his stories – only minutes after they happen – but soon he is presented with a contract to sign.Mr.Smith, it seems, is really the devil!The editor is frightened by this news, but he is more frightened by the idea of losing his newspaper, so he agrees to sign.But soon Smith is reporting the news even before it happens – and it’s all terrible – one disaster after another.Anyway, there is a little more to tell, but I don’t want to ruin the story for you.I really like these old episodes of the Twilight Zone, because the stories are fascinating.They are not realistic.But then again, in a way they are, because they deal with human nature.听力的场景词汇

一、学校课程分类

optional course 选修课 required course 必修课 day course 白天的课 evening course 晚上的课经常出现的科目或专业 Chinese 中文 English 英语 mathematic 数学 history 历史 chemistry 化学 literature 文学考试

final exam 期终考试 middle exam 期中考试 make up 补考 test测验

pop test 事先没有说好的测验 quiz 测验 oral test 口试

考试延期或取消delay / be off / defer / hold up / postpone / put off / suspend 学校分类

public school 公立学校 private school 私立学校 religious school 教会学校学校中的人 president 校长 dean 院长 profeor 教授 lecturer 讲师 coordinator 管理员 doctor 博士 master 硕士 bachelor 学士 freshman 大一新生 sophomore 大二学生 junior 大三学生 senior 大四学生

图书馆借书lend / borrow / check out 参考书reference book 续借renew 过期overdue 还书return 罚金fine attend / have a lecture 上课 cut a cla 逃课 mi a cla 错过了课 scholarship 荣誉奖学金 aistantship 助教奖学金 teaching aistant 助教 research aistant 助研 semester 学期

二、飞机场场景 plane / craft 飞机 book 订票 timetable 时间表 destination 目的地

open ticket one way ticket 单程票 round trip ticket 来回票 non-stop / direct flight 直航 transfer / lay over / stop over 转机

first / busine / economy cabin 头等/ 商务/ 经济舱 confirm the flight 确认航班 check in 登记 boarding card 登机牌 security check 安检s ee off 送行送别时的祝语 keep in touch 保持联系 safe landing 安全着陆 board 登机 take off 起飞 departure 离港

safety / seat belt 安全带 land 着陆 arrival 进港 pick up 接机

flight attendant空姐

三、医院场景

see a doctor 去医院看医生 send for a doctor 让医生出诊 health center / clinic 卫生所/ 门诊部 physician 内科医生 surgeon 外科医生 dentist 牙医

make an appointment 预约 emergency 急诊 check up / exam 检查 cold感冒 flu 流感 headache 头痛 sore throat嗓子痛 fever发烧 toothache牙疼 stomachache 胃疼 prescribe 开药方 pill / tablet 药片 liquid 药水

injection => shot 注射 operation 手术

medical result 诊断结果